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Pasta Night Particles: Boiling Water and Iced Tea
Grade 7 physical science: analyze boiling-pot and iced-tea data and use a particle model to explain temperature, boiling, condensing and melting.
Grade 7ScienceInteractive · Printable
Aligned toMS-PS1-4
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What’s included
- Single worksheet
- Auto-graded online
- 1 NGSS standard
- Printable answer key
- 10 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 7
- Subject
- Science
- Question types
- Fill in the blank, Multiple choice, Matching, Sorting, Short answer
About this worksheet
What students practice
- Students use temperature data to explain why water stays at its boiling or melting point while it changes state.
- Students model how adding or removing thermal energy changes particle motion and state.
How to use
Have students sketch particles for ice, liquid water and water vapor before they start; discuss the white cloud above a kettle after question 5.
Curriculum
NGSS standard covered
Model how adding or removing thermal energy changes particle motion, temperature and state of a substance.
Preview
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Pasta Night Particles: Boiling Water and Iced Tea
Model what thermal energy does to water molecules in a home kitchen.
The pasta pot
Read the passage and Table 1, then answer the questions.
A Kitchen Lab on Pasta Night
1Friday is pasta night at the Haidari home, which is in a town near sea level. This week, seventh grader Soraya Haidari turned the kitchen into a lab. Her brother Navid, who is 19, handled everything on the stove and everything hot, while Soraya read a digital kitchen thermometer and took notes. In science class, she had learned that all matter is made of tiny particles that are always moving, and that a thermometer measures how fast, on average, those particles move. She wanted to see what happens to water's particles when a kitchen adds thermal energy to them or takes it away.
2Navid filled a pot with 2,000 g of tap water at 20 °C, set it on a burner turned to high and left the lid off. Navid kept the burner on the same setting the whole time, and Soraya held the thermometer's tip in the middle of the water, away from the hot bottom of the pot. Soraya read the water's temperature every 2 minutes (Table 1). At minute 12, Navid turned off the burner and set the pot aside to cool. When the water had cooled, Soraya weighed it again: there were 1,810 g left.
3While the water boiled, Soraya noticed something above the pot. Just above the surface of the water there was a clear gap, as if nothing were there. A few centimeters higher, a white cloud swirled up and then faded into the kitchen air.
4After dinner, Navid made a pot of tea and poured 200 g of hot tea at 80 °C into each of two foam cups. Soraya had left a bowl of ice cubes on the counter until they were at 0 °C and starting to drip. She added 150 g of these ice cubes to Cup A and 250 g to Cup B. She stirred both cups, read the temperature after 10 minutes and then lifted out any ice that was left and weighed it (Table 2).
| Time (min) | Water temp (°C) | What Soraya saw |
|---|---|---|
| 0 | 20 | Still water |
| 2 | 41 | Tiny bubbles on the bottom |
| 4 | 62 | Wisps of white mist above the water |
| 6 | 83 | Bubbles rise, then shrink and vanish |
| 8 | 100 | Rolling boil |
| 10 | 100 | Rolling boil |
| 12 | 100 | Rolling boil; burner turned off |
From minute 0 to minute 6, the water warmed by °C every 2 minutes.
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